Differentiating Instruction: Planning for Universal Design and Teaching for College and Career Readiness

The ultimate guide to leaving no child behind—newly updated!   Now in its second edition, this best-selling book is your one-stop resource for differentiated instruction. Whether you’re new to the concept or just looking to improve your approach, you’ll find tools to meet the needs of all your students—in a way that works for you. You’ll discover how innovative approaches, such as Universal Design for Learning (UDL) and retrofitting, can help you adapt general education curriculum to fit diverse learning styles.   Featuring case studies at the elementary, middle, and high school levels, this new edition offers   More easy-to-use strategies to differentiate instruction in mixed ability classrooms A new chapter on collaborative planning and evaluation, plus a discussion of co-teaching and differentiation Updated lesson plans tied to the Common Core A greater emphasis on cultural proficiency, ELLs, and gifted students New technology references and resources A strengthened link to RTI   Every student is different—and every classroom is different, too. With multiple options to differentiate instruction at any point along the way, this essential guide will help you create the path to success for every student. "Thousand, Villa, and Nevin take three very big ideas in education—Universal Design, Collaboration, and Differentiated Instruction—and combine them in a novel and engaging way. And they practice what they preach – the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft." —Douglas Fisher, Professor San Diego State University   "The extensive emphasis on technology, case studies, and lesson plans throughout the book provide a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey." —Mary Falvey, Retired Dean and Professor Emeritus California State University, Los Angeles  

Table of Contents:
A Letter to Our Readers Acknowledgments About the Authors 1. Why Differentiation of Instruction Now? What Differentiated Instruction IS (and What It Is NOT) Rationales for Differentiated Instruction Rationale #1: To Meet Needs of Diverse Learners Rationale #2: To Meet Legal Mandates Rationale #3: To Be Ethical in Implementing Democratic Values Rationale #4: To Dispel Myths About Students Rationale #5: To Be Effective Teachers Retrofit and Universal Design: Two Approaches to Differentiated Instruction Systemic Support for Differentiated Instruction Overview of the Book 2. Accessing the General Education Curriculum Through a Retrofit Framework What Is the Retrofit Approach? Scenario #1: Elementary Science and Social Studies Scenario #2: Middle Level Mathematics Scenario #3: Middle Level Science Scenario #4: High School Language Arts What Do You Know About Retrofitting as a Way to Differentiate Instruction? 3. Access to Curriculum Through Universal Design for Learning The UDL Cycle for Differentiating Content, Product, and Process Design Point #1: Gathering Facts About the Learners Design Point #2: Differentiate Content and Materials Design Point #3: Product or Differentiate How Students Show What They Know Design Point #4: Differentiate Instructional Processes Pause and Reflect About Student-Specific Teaching Strategies and Supports Putting It All Together With the Universal Design Lesson Plan 4. Gathering Facts About the Learners Record Review Family-Centered and Culturally Responsive Fact Gathering Interest Inventories Learning Preferences Information Learning and Thinking Styles Multiple Intelligences Data-Based Observations Including Functional Behavioral Assessments and Cooperative Group Monitoring Data-Based Observations Functional Behavioral Assessment Monitoring Cooperative Group Learning Curriculum-Based Assessments Making Action Plans (MAPs) Disability-Specific Information Co-Teacher Roles in Gathering Facts About the Learners Pause and Reflect 5. Differentiating Access to the Content of Learning What Is Content? Ways to Promote Access to Content Taxonomies and Objectives: Using and Not Abusing Them Layered Curriculum and Levels of Participation Differentiating Content Using Graphic Organizers and Educational Technology Differentiating Content With Culturally and Linguistically Responsive Techniques Involving Students in Determining Content Co-Teacher Roles in Differentiating Content Pause and Reflect 6. Differentiating and Assessing the Products of Learning Why Differentiate Assessment in a Climate of High-Stakes Testing? Using Culturally Responsive Techniques to Differentiate and Assess the Products of Learning Taxonomy and Learning Preferences Frameworks to Differentiate Products and Assessment Using Bloom’s Taxonomy to Differentiate Products and Assessment Using Learning Preferences Frameworks to Differentiate Products and Assessment Using Bloom’s Taxonomy and Multiple Intelligences Theory to Differentiate Products and Assessment Scaffolding and Curriculum-Based Assessments Scaffolding as Formative Assessment Curriculum-Based Assessment Differentiating How Teachers Grade Products Alternatives to Norm-Referenced Grading Procedures Adapting Criterion-Referenced Grading Systems Self-Referenced Systems Co-Teacher Roles in Differentiating Products of Learning Pause and Reflect 7. Differentiating the Instructional Processes The Complexities of the Process of Instruction (Graphic Organizer) Instructional Formats Instructional Arrangements Highlights on Cooperative Learning A Focus on Cooperative Strategies for Emerging and Struggling Readers A Highlight on Peer Tutors and Partner Learning Arrangements Instructional Strategies Using Taxonomies Applying Concepts From Learning Preferences Frameworks Integrating the Arts Social and Physical Environment Co-Teaching Approaches Pause and Reflect 8. Collaborative Planning and Evaluation for Differentiated Instruction The Rationale and Benefits of Collaborative Planning and Teaching Effective and Efficient Use of Planning and Evaluation Time Development of Relationships Among Team Members: It’s a Process! Skills for Building Trust and Establishing Team Norms Communication and Leadership Skills Creative Problem-Solving Skills Conflict Resolution Skills Are We Really an Effective Planning Team? 9. Co-Teaching to Deliver Differentiated Instruction Why Collaborate to Co-Teach? Research Base for Co-Teaching Who Can Be Co-Teachers? Four Approaches to Co-Teaching Supportive Co-Teaching Parallel Co-Teaching Complementary Co-Teaching Team Co-Teaching Questions About Co-Teaching to Differentiate Instruction 10. UDL Lesson Planning Cycle to Differentiate Instruction in Action: A Fourth-Grade Social Studies Unit Setting the Context Co-Teacher Professional Development Activities Multiple Methods for Accessing Content Differentiating the Products (Outcomes) of Learning Differentiating the Instructional Processes Instructional Format Instructional Arrangements Instructional Strategies Social and Physical Environment Co-Teaching Approaches Implementing the UDL Plan Using the Lesson Plan Template 11. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Mathematics Who Are the Teachers? Professional Development Activities Gathering (New) Facts About the Learners Multiple Methods for Accessing the Content for Algebra I Differentiating the Products (Outcomes) of Learning Differentiating the Instructional Processes Group Investigation Cognitively Guided Instruction English Language Learner Techniques Implementing the UDL Plan Using the Universal Design Lesson Plan Template 12. UDL Lesson Planning Cycle to Differentiate Instruction in Action: Middle Level Science Who Are the Teachers? Planning to Change From a Retrofit Approach to a Universal Design Approach Gathering (Additional) Facts About the Learners Pause and Reflect: Tina Planning Prior to the Lesson Planning to Differentiate Content and Materials Planning to Differentiate Products Planning to Differentiate the Process of Learning Finalizing the Lesson Plan Differentiation in Action in the Class Reflection 13. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Language Arts Who Are the Teachers? Co-Teacher Professional Development Activities Gathering Facts About the Learners Differentiating the Content and Materials Key Ideas and Details Craft and Structure Range of Reading and Level of Text Complexity Differentiating the Product Pause and Reflect Differentiating the Process Co-Teacher Roles The Planned Lesson Before the Lesson The Planned Instructional Sequence Pause and Reflect 14. UDL Lesson Planning Cycle to Differentiate Instruction in Action: High School Mathematics Who Are the Teachers? Co-Teacher Collaborative Planning and Professional Development Activities Gathering Facts About the Learners Anticipating Learners’ Interests, Learning Preferences, Skills, and Conceptual Understanding Multiple Methods for Accessing the Content of Algebra II Unit Theme: Reasoning and Sensemaking Standards Addressed in the Unit Differentiating the Product: Multiple Methods to Demonstrate Unit Objectives Implementation Assessment of Prior Knowledge/Mastery Differentiating the Process of Instruction Planning for Differentiation to Include Evidence-Based Strategies Implementing Differentiated Instructional Processes Using the Lesson Plan Template Reflections Reflections on Facts About the Learners Reflections on Content and Materials Differentiation Reflections on Product and Assessment Differentiation Reflections on Instructional Process Differentiation Peer Observer Feedback and Future Goals 15. Epilogue: Pause and Reflect Values and Assumptions About Students Values and Assumptions About Adults Why Explain Values and Assumptions? References Resources Index

About the Author :
Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals. Learn more about Richard Villa′s PD offerings Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

Review :
"Thousand, Villa, and Nevin take three very big ideas in education - Universal Design, Collaboration, and Differentiated Instruction - and combine them in a novel and engaging way.  And they practice what they preach – the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft." "The extensive emphasis on technology throughout the book and in the case studies and lesson plans provides a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey. " "This book provides a whole range of practical tools for meeting wide-ranging student needs.  Can’t start from scratch because of district mandates and pre-purchased curricula?  Fine—here’s how to retrofit to accommodate student needs.  Want to develop an instructional plan based on UDL principles?  Fine—here it is, from soup to nuts.  Teachers, university students, and administrators will find practical solutions to instruction firmly embedded in evidence-based theory, to meet all of their needs."